Rebecca Waters, Ph.D.
Email: firstname.lastname@example.org or email@example.com
- Old Dominion University, Norfolk, VA. 1987-1995. Completed coursework up to the dissertation phase of PH.D. in Urban Administration.
- Clemson University, Clemson, SC. 1982-1984. M.Ed. Special Education with 12 additional hours in Counseling
- College of Charleston, Charleston, SC. 1978-1980. B.S. Elementary Education/Special Education
- 2010 – present. Post University. Waterbury, CT.
Teach graduate classes in accelerated graduate on-line program.
- 2000 – present. Educational Testing Services. Princeton, NJ.
National Trainer -
Conduct training sessions on a variety of Educational Testing Services sponsored programs nation-wide.
- 2003 – 2010. EducateVA – State-wide Alternative Teacher Licensure Program for Virginia’s
Program Director -
Develop curriculum and delivery model. Hire, train and supervise clinical faculty and program instructors. Interface with the VDOE and school districts state-wide regarding critical shortage teaching areas and to market program and program participants. Write grants and manage grant funds, advertise/market program, recruit and advise participants.
- 1996 – 2009. Waters Home Inspection Services. Grafton, VA.
President/General Manager -
Plan, design and produce informational and promotional publications.
Manage operations and bookkeeping.
- 1999 – 2002. Christopher Newport University. Newport News, VA.
Director of Student Teaching -
Organized, executed and promoted teacher education/licensure program. Assessed program via maintenance of program database. Developed program brochures and newsletter. Interfaced with local school divisions to market CNU program. Hired, trained and supervised clinical faculty. Coordinated annual conference for beginning teachers.
- 1994 – 1999. Gloucester County Public Schools. Gloucester, VA.
Assistant Principal -
Provided instructional leadership at the high school and middle school levels for faculty and staff. Coordinated curriculum development/assessment. Coordinated facility use and attendance.
- 1992 – 1999. Old Dominion University. Norfolk, VA.
Adjunct Professor -
Taught graduate courses in the military career transition program.
- 1990 – 1994. Hampton University. Hampton, VA.
Adjunct Professor -
Taught undergraduate and graduate courses in special education.
- 1986 – 1994. Peninsula Area Coop. Educ. Svcs./New Horizons. Newport News, VA.
Program Coordinator/Principal -
Provided instructional leadership for regional day program serving students from six school divisions. Developed curriculum and differential instruction, developed program assessment. Coordinated services with juvenile courts, social services, mental health agencies serving students from six divisions.
- 1984 – 1986. Charter Colonial Institute. Newport News, VA.
Educational Coordinator -
Coordinated educational program for private psychiatric hospital.
- 1980 – 1984. Classroom teacher – Philadelphia, PA; El Paso, TX; Greenwood, SC; Anderson, SC.
- 1969 – 1978. Varied work experience:
Secretarial positions in industry, cooperative advertising, human resources and budgeting.
- Webquest/face-to-face Leadership trainer for Community College Workforce Alliance
- Ombudsman, USS Mahan, USS Iowa, Command Staff
- Served on Colonial Services Board
- Urban School Association Fellows Institute Fellow
- Parent Training Facilitator trained in Systematic Training for Effective Parenting (trained under the direction of Don Dinkmeyer, Jr.) and in Developing Capable People (trained under the direction of Stephen Glenn)
Personal Education Philosophy:
At any educational level, it is essential that the professionals possess a clear understanding of the comprehensiveness and complexity of providing educational services, including managerial, curricular, and instructional services to all students. Every educator must have a vision of what advanced learning can be, and the knowledge, skills, commitment, and courage to make that vision a reality. An educator must be adequately prepared to be an effective leader who understands the needs of an increasingly diverse group of learners and must be able to provide a collaborative experience in which the instructor and the students are all engaged in the process of providing and receiving information.
There must be a personal commitment on the part of every educator to exercise authority over the day-to-day function the learning environment, operate as an advisor and teammate with other staff and students, and invest in student success. Through intimate and sustained interactions , the educator should be able to surface students’ existing knowledge and allow them to reflect upon, assess, and strengthen their current knowledge while acquiring extended knowledge. A meaningful relationship with content can only be built through personal experiences. An effective educator must guide students in activities that allow them to build a deeper awareness about what they know and value as they encounter content they may not have experienced before, allowing them to develop skills of reflective judgment, critical thinking and effective communication.
The educational level certainly determines how philosophy is put in to practice. At all levels there is diversity in terms of educational values, cultural differences, learning and social needs of the clientele, as well as a need for increased diversity in program offerings both from an academic and an extra-curricular perspective. An educational program that provides nondiscriminatory education demands a professional who is master of the community, technician, friend, social worker, cheerleader, coach, professor, and life-long learner. The true educational professional is one with high expectations for self and students, is willing to objectively measure performance, is willing to lead by example and settle instructional problems in a collegial manner with a clear sense of purpose; yet who is able to see learners as individuals and treat them with respect and dignity. In order to accomplish this, the educator must be a strong manager who can create order out of chaos, make a large environment smaller through organizational structure, and share authority with trusted individuals who share a common vision and are willing to invest in a quality program. Instructional guidance must be the foremost responsibility, and must provide clear standards and expectations for learners.
Numerous presentations at state and national conferences. Topics include:
Writing in the Content Areas; Teaching for Retention; Establishing an Induction Program; Mentoring
Beginning Teachers; Use of Enhancing Professional Practice: A Framework for Teaching in Pre-Service
Teacher Training Program; Teacher Assessment – Evidence of Effective Teacher Practice.